INTRODUCTORY PSYCHOLOGY TEACHING PRIMER Early Career ...

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Chapter 9: Intelligence & Thinking INTELLIGENCE: COVERAGE SUGGESTIONS 1 class period (50 min – 75 min): Definition of intelligence (general intelligence vs multiple intelligences) (LO 1.2b) Measurement of intelligence • History of measuring intelligence (if time permits) (LO 1.2b) • Psychometric considerations (reliability vs validity) (LO 4.3) • The normal curve (LO 4.3) Heritability vs. Sociocultural determinants of intelligence (LO 4.3, 5.5) LEARNING OBJECTIVES Jared Keeley Mississippi State University 1.2 b: Demonstrate knowledge and understanding representing appropriate breadth and depth in selected content areas of psychology: Individual differences, psychometrics, personality, and social processes, including those related to sociocultural and international dimensions 4.3: Articulate how psychological principles can be used to explain social issues and inform public policy 5.5: Recognize and respect human diversity (as suggested by APA guidelines, 2007) 42
POSSIBLE ASSESSMENTS (In or Out of Class) Have students create their own (brief) intelligence test by generating questions. Can occur before or after discussions of culture fair tests. (LO 1.2b, 5.5) ACTIVITIES & TECHNIQUES (In Class) The Hamburger Test of Intelligence – Have students describe their favorite toppings on a hamburger. Have them immediately repeat the task. Then provide a bogus list of acceptable “intelligent” toppings. The exercise is a fun way to distinguish between the reliability (very reliable) and validity (terribly invalid) of a test. (LO 4.3) (IC) Administer the intelligence test given to American soldiers in WWI (available at http://historymatters.gmu.edu/d/5293). This activity highlights the cultural dependency of many intelligence tests for factual knowledge, and can lead to a discussion of crystallized versus fluid intelligence. It tends to be fun for students. (LO 5.5) (IC) Introduce the book “The Bell Curve” by Richard Herrnstein and Charles Murray (1994). (Students could also read an excerpt before class and come prepared to discuss.) Have students discuss one of the more controversial claims of the book that intelligence is largely inherited and not influenced much by ethnicity or socio-economic status. Have students describe the possible implications of that statement. This activity highlights a difficult core concept for many students. (LO 5.5) (IC/OC) RELEVANT TOP ARTICLES (Annotated Bibliography) Griggs, R. A. (2000). A one minute “intelligence” test. Teaching of Psychology, 27, 132-135. This article presents a demonstration of the definition of intelligence by presenting visual word puzzles as a quick test of intelligence. It involves repeated presentation of items varying in difficulty as prompts for discussion of the topics of reliability and situational factors in testing. All materials necessary for the test are in the text. 43
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